• Journal of Practical Engineering Education
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• v.15 no.2
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• pp.485-494
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• 2023

The purpose of this study was to examine the relationship between writing self-efficacy and academic achievement in a project-based university writing class, and the mediating effect of reflective journal writing. A total of 135 college students participated in the study. The results showed that students with higher writing self-efficacy had higher academic achievement and wrote more reflective journaling. Reflective journaling was found to have a positive impact on reviewing learned content, improving metacognition and memory, and promoting idea development. Overall, consistent reflective journal writing not only enhanced writing self-efficacy but also positively influenced academic performance.

• Journal of Fisheries and Marine Sciences Education
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• v.19 no.3
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• pp.429-440
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• 2007

The aim of this study is to search for the effect of journal writing on the reflective thinking of pre-service teachers for young children. The question for this study is as follows: Would the journal writing experiences improve reflective thinking experiences of pre-service teachers for young children? The subjects were 50 sophomores in junior college, J city, and they were divided into a experiment group, and a comparison group. The experiment group had journal writing experiences for 8 weeks. The data was analyzed using T-test. The results are as follows: Journal writing activity revealed positive effect on reflective thinking level improvement of pre-service early childhood teacher.

• Journal of Korean Elementary Science Education
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• v.32 no.2
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• pp.113-126
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• 2013

In this study, the researcher aimed to increase productive reflection of pre-service elementary teachers through reflective journal writing and discussion after science peer teaching practice. 'Productive reflection' involves consideration and analysis of interrelationships among aspects of teaching including learners and learning, subject matter knowledge, assessment, and instruction. During 8 week efforts, productive reflection has increased gradually in both individual journal and class discussion. However half of individual journals didn't show productive reflection even in the final stage. This implicated that development of reflective thinking is an achievable but progressive change. By describing the progress in discussion and participants' responses on journal writing and discussion activity, this study shed light on practical ways of enhancing reflective teacher education.

• Journal of Korean Academy of Fundamentals of Nursing
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• v.23 no.4
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• pp.430-439
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• 2016

Purpose: The purpose of this study was to contribute to the development of an efficient teaching-learning method by analyzing effects of writing reflective journals on meta-cognition and problem solving ability in nursing students in education applying blended learning for fundamental nursing skills. Methods: The research design was a one-group pretest-posttest design, done to assess changes in meta-cognition and problem solving ability. Participants were 63 nursing students taking the fundamental nursing skills course at one college in Gyeonggi Province. The course was offered from March 21 to June 3, 2016. Data were collected using pre and post tests given before and after writing of reflective journals in blended learning. Data were analyzed using t-test, ANOVA, $Scheff{\acute{e}}^{\prime}s$ test and paired t-test with SPSS Statistics version 20.0. Results: The results of this study show that scores for meta-cognition and problem solving ability of these students were all above average. There was a statistically significant difference in meta-cognition between pre and post writing of reflective journals but not for problem-solving ability. Conclusion: The findings indicate that writing a reflective journal in blended learning is an efficient teaching-learning method to improve meta-cognition in nursing students.

• Journal of Engineering Education Research
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• v.20 no.3
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• pp.42-49
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• 2017

This study is about the influence of recording reflective journals and receiving feedback from professors on academic achievements in technical writing. We analyzed the differences between the test group who had recorded reflective journals and getting feedback, and the control group who had gotten feedback without reflective journals. And we compared academic achievements by conducting both professor evaluation and peer evaluation in technical writing. The results showed better learning effect, learning satisfaction and academic achievements in the test group than the other.

• Journal of Practical Engineering Education
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• v.15 no.3
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• pp.581-588
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• 2023

In this paper, we modeled the methods and steps of reflective writing education that effectively utilizes GPT to enable actual classes. In this paper, we sought a teaching model that can be effectively utilized in self-reflective writing education in a reality where it is physically and practically difficult to prevent the use of an artificial intelligence writing machine called GPT. First, in the preparation stage, we made students understand the operating principles of GPT and educated the application team, while suggesting a teaching method using GPT to model and personalize writing ideas. Afterwards, an example of the task was given. Second, in the stage of using GPT, we showed how to model and internalize writing ideas using GPT according to the process of outlining, paragraphing, and reviewing reflective writing. Third, in the organizing stage, the instructor helped learners edit and make final edits to their writing and presented a process of organizing and reflecting.

• Hwankyungkyoyuk
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• v.25 no.2
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• pp.149-160
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• 2012

This study examined the effects of reflective writing activities utilizing environmental related mass media. Two classes participated as an experimental group (n=31) and a control group (n=30). Both groups of students learned five different topics on environment, such as diversity of ecosystem, global warming, desertification, reduction of the amount of carbon, and eco-friendly behavior. The experimental group students was taught utilizing mass media about each topic and had opportunities of reflective writing about each topic, while the control group of students was taught through lectures. The results indicated that students in the experimental group represented significantly better scores on environmental worldview, environmental sensitivity, and eco-friendly behavior compared to the control group students (p<.01).

• The Mathematical Education
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• v.53 no.1
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• pp.1-24
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• 2014

This study examines the effects of reflective journal writing on the mathematics self-efficacy in reciprocal peer tutoring. Participants were 38 high school students in Gyeonggi province who attended at a summer intensive mathematics course for 4 weeks. This study used a mixed method. SPSS 21.0 program was used to analyze the quantitative data, and the interviews, observational journals and reflective journals of 6 students were used to analyze qualitative data. According to the results, all the subcategories of mathematics self-efficacy, - mathematics problem-efficacy, mathematics success-efficacy, mathematics learning-efficacy, and mathematics subject-efficacy - improved except mathematics occupation-efficacy. In case of mathematics success-efficacy and mathematics problem-efficacy, students revealed the greatest improvement. In conclusion, reflective journal writing in reciprocal peer tutoring could be suggested as a treatment program to improve students' mathematics self-efficacy.

• Journal of Environmental Science International
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• v.19 no.1
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• pp.69-80
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• 2010

Today's fundamental purpose of environmental education is to fulfill people's desire of living in a pleasant environment and at the same time promoting individualistic and collective environmentally friendly behaviors. In order to achieve these purposes, it is very important that each person holds an environmentally friendly mind that constantly tries to preserve and protect the environment which should be acquired through experiencing the importance of the environment. In order to increases the sense of attachment of people and the natural environment, the direction of environmental education should carry out education on environment related knowledge and the condition of environment damage side by side. The direction of environmental education should consider the cultivating student's awareness for active participation on matters related to the environment and to change their behaviors towards the environment. This study has tested the effect of reflective writing activities about the environment on the environmental sensitivity and willingness to act of 5th grade primary school students. For the sole purpose of this study, 70 students out of 141 5th graders of M Primary School were divided as the experimental group, and another 71 students were divided as the control group. The experimental group participated in 10 activities in where they were asked to express their thoughts and feelings in writing regarding 10 environmental problems occurring near the M Primary School. The control group participated in 10 environmental education lectures focusing on the lecturer. The results were as following. First, the reflective writing activities about the environment were effective in the environmental sensitivity of primary school students. Second, the reflective writing activities about the environment can affect the environmental willingness to act of primary school students. Third, there was a statistically significant correlation between environmental sensitivity and environmental willingness to act.

• Journal of The Korean Association For Science Education
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• v.33 no.7
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• pp.1418-1430
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• 2013

In this study, we investigated the writing process components and the writing strategies that appeared in the process of argumentative writing through students' think-alouds and semi-structured interviews. The subjects were 18 eighth graders. During argumentative writing, students were asked to decide whether they agreed with the given argument or not on the basis of information provided in the writing task. We categorized the writing process components and the writing strategies by analyzing the protocols of students' think-alouds and interviews, and evaluated the level of their written compositions. The analyses of the results indicated that the writing process components of argumentative writing showed different characteristics from those of problem solving writing in several components such as setting goals, organizing an outline, and evaluating content. In addition, the writing process component 'coordinating information' was newly discovered in argumentative writing. The writing strategies were categorized into four groups by the types of decision making (reflective/intuitive) and the existence of outline organization: Reflective decision making and outline organization, reflective decision making and no outline organization, intuitive decision making and outline organization, and intuitive decision making and no outline organization. Students with the reflective decision making and outline organization strategy were found to get the highest scores in written composition in terms of the relationship between the argument and its grounds, the rebuttal of the opposing argument, and the structure of the writing. Educational implications are discussed.